Abstract:
Mathematics education students as prospective teachers are required to master the knowledge of mathematics learning material that they obtain in the lecture process. Good mastery of the material can make it easier for students to prepare teaching materials based on the knowledge they have. Unfortunately, judging from the results of student exams, several students were deemed unable to master the material, one of which was linear programming. This condition raises questions about what obstacles students experience, so to explore this, researchers consider it necessary to look at how students construct knowledge on the material. One form of knowledge construction is through mind maps. Therefore, this research aims to find out how mathematics education students' knowledge of linear program material is constructed through mind maps. This qualitative descriptive research was analyzed using the Miles and Hubberman model. The subjects of this research were students of the mathematics study program. Based on the results of the assignments given to all students, 4 concept map patterns were obtained that show students' knowledge construction. One student was taken as a sample for each concept map pattern. Based on the four concept map patterns, it was found that no subject was able to fulfill the (1) proposition, (2) hierarchy and (3) cross-link indicators well, but student B was able to fulfill the (4) example indicators.
